دليل المعلم Place Value and Number Relationships الرياضيات منهج انجليزي الصف الخامس
Ignite
Number Lines
Students develop number sense by estimating decimal on line
1. work in pairs to discuss and record their ideas for Exercises 1—2. Then share ideas with the class
What sort of real-world situations might the numbers represent
What do you notice about the numbers
. Have students complete Exercise 3. writing each as a whole fraction. or You may want to mention that fractions with a denom inator of 10 or are called decirnal frxüms
. In Exercise 4, have students work in to find an estimated on the line
What tick marks wuld be useful to to the number line before plotting the
. After students graph the points, tour the class to view the other students' work. Ask them note similarities and fferences among the lines
. Have students share what they observed with the class. Discuss any miscmceptions
. Ask to read from smallest to greatest Encourage ttwn to correctly. For example, should read 1.2 as and two tenths (rather than. say as tm)
Explain why is 1.2 equal to 1.20
How would you determine which two numbers are closest together
(excluding the two num tkrs that are equal)
Launch
Students and contrast thülking abwt the value each in a whole represents
Which Doesn't Belong
• Which doesn't belong
Teaching Tip Place- value charts may guide students towards comparing and contrasting these by place value
Pose Purposeful Questions
The questions that follow are not intended to be asked in the They are meant to help students' thinking about the value each in a whole number represents and are based on comments and questions students may make during the share out
Which numbers have a 7 in the tens plm-e ? Explain what the digit 7 represents in those numbers
For the number that does not have a 7 in the tens place. explain what each digit 7 represents in that number
How can you give positive feedback to your classmates today
Self-Awareness: Self- Confidence
Thrwghout the Which Belong? routine. provide opportunities. students to fæl confident in themselves. Model and giving psitive feecmack for sharing ideas. effort. or creative thinking. Make sure students understand that students can also helpful and active members of the classrwm community. Remind students that some tasks are more challenging than others. and they can demonstrate self-confidence by speaking up and asking for help if they need it. Throughout their work with eneralizing value. continue to other opportunities to allow studns to give positive feedback to their classmates
Transition to Explore & Develop
Ask questions that focus students' attention on the value of each digit a whole number
Establish Goals to Focus Learning
Let's think about what each digit in a number represents and compare them
Notice & Wonder
• What do you notice
• What do you wonder
Teaching Tip You may want to have students record things they notice and wonder before sharing their ideas with the class
Pose Purposeful Questions
The questions that low are intended to asked in the sequence presented. They are meant to help students' noticing of the. representatbns presented and are based on possble comments and questions students may make during the share out-
How does the amount shaded change from square to square
Have you seen this type of representation before ? If so, when did pu use it?
What are some ways you can avoid or manage stress
Self-Regulation: Manage
After students have completed the Notice & Wonder routine, invite them to share what may have caused them stress- For exarnple. students may have experienced stress if they not understand a peer's reasoning for the patterns they notice struggled with describing the patterns they noticed Discuss ways students can avoid that stress in the future as well as how they cm manage or relieve it now. such as developing a manageable plan. organized, taking breaks, and asking for help can help students manage emotional reutions to stress
Transition to Explore & Develop
Ask questions that focus students' attention on the part of he whole squMe that is shaded
Establish Goals to Focus Learning
Let's think about what part of the squares are and ways we can represent place value in decimal num tprs
Devebping / Expanding Use manipulatives such. as counting chips to support students' understanding of the terms greater than, jess than, and compare. Put two unequal groups of counting chips on the table. Say rm going to compare these two groups. Count each group and say the numbers aloud. Point to the group with m ore and say This group has more chips. (5/ is greater than [31 Point to the group with fewer chips and say This group has fewer chips. {3 is Jess than {5. Have students repeat the task, using the counting chips, by having them compare two groups using greater than or Jess than
Launch
Purpose Students compare and contrast backpacks. thinking about how to coms»re decimal numbers
Notice & Wonder
• How are they the same
• How are they different
Teaching Tip You may want to implement a Turn and Talk routine which allows students to think about the problem and then turn to a classmate to talk about their thinking. This provides students an opportunity to engage in student -to -student discourse before sharing ideas with the whole group
Pose Questions
The questions that fdlow are not to be asked in the presented. They are meant to help aevance studlts thinking about how to compare decimal numbers and are based on possble comments. questions students may make during the share out
How are the place values of the numbers similar ? How are they different
How did you decide that the bags have different weights
Mindset
How can you recognize and respond to the emotions of others
Social Awareness: Recognize Emotions of Others
After the Notice & Wonder routine, invite students to share and discuss the. emotbns they have as they compared the weights of the bwkbags. Collectively diuss how emotions may make them feel Engaging in their ings can help students undstmd, and respond to the others
Transition to Explore & Develop
Ask questions that focus students' attltion on to decimal Establish Goals to Focus Learning
Let's think about how to compare decimal numbers